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U. S. DEPARTMENT OF AGRICULTURE, 

•OFFICE OF EXPERIMENT STATIONS, ,_, 

A. C. TRUE, Director. " 



THE AMERICAN SYSTEM 



OF 



lGricultural education. 



BY 



A. C. TRTTE and T>IOK J. CROSBY, 

Of the Office of Experiment Stations. 




WASHINGTON: 

GOVERNMENT PRINTING OFFICE. 

1904. 



THE AGRICULTURAL COLLEGES. 



Alabama — Aubitm: Charles C. Thaeh.« 
Normal: \Vm. H. Councill.« Tuskegee: 
Booker T. Washington. & 

Arizona — Tucson: Kendrick C. Babcock. « 

Arkansas — FayeUeville: Henry S. Hart- 
zog.« 

California — Berkeley: Benjamin Ide 
Wheeler. « 

Colorado — Fort Collins: Barton O. Ayles- 
worth.« 

Connecticut — Starrs: R. W. Stiinson." 

Delaware— )Ve war/;.- Geo. A. Harter.« 
Dover: W. C. Jason. « 

Florida — Lake City: Thos. H. Talia- 
ferro. « Tallahassee : Nathan B. Young. « 

Georgia— Athens: H. C. White. « Col- 
lege: R. R. Wright. « 

Idaho — Moscow: J. A. McLean. « 

Illinois — Urbana: Andrew S. Draper. « 

Indiana — Lafayette: Winthrop Ellsworth 
Stone. « 

Iowa — Ames: Albert Boynton Storms. « 

Kansas — Manhattan: Ernest R. Nichols. « 

Kentucky — Lexington: J. K. Patterson. « 
Frankfort: James S. Hathaway. « 

Louisiana — Baton Rouge: Thos. D. Boyd. « 
New Orleans: H. A. Hill.« 

Maine — Orono: George Emery Fellows. « 

Maryland — College Park: R. W. Silves- 
ter. « Princess Anne: Frank Trigg. & 

Massachusetts — Amherst: Henry H. 
Goodell.« 

Michigan — Agricultural College: J. L. 
Snyder. « 

Minnesota — St. Anthony Park, St. Paul: 
Cyrus Northrop. « 

Mississippi — Agricultural College: J. C. 
Hardy. « Westside: W. H. Lanier. « 

Missouri — Columbia: R.H. Jesse.« Jeffer- 
son City: B. F. Allen. « 

Montana — Bozeman: James Reid.a 

Nebraska — Lincoln: E. Benjamin An- 
drews, c 



D. 



Nevada — Reno: Joseph E. Stubbs." 

New Hampshire — Durham: Wm. 
Gibbs.« 

New Jersey — Neiv Brmiswick: Austin 
Scott. « 

New Mexico — Mesilla Park: Luther Fos- 
ter. « 

New York — Ithaca: Jacob Gould Schur- 
man.« 

North Carolina — West Raleigh: G. T. 
Winston. « Greensboro: James B. Dud- 
ley." 

North Dakota — Agricultural College: J. 
H. Worst. « 

Ohio — Columbus : William Oxley Thomp- 
son. « , ., 

Oklahoma — Stillwater: Angelo C. Scott.o 
Langston : Inman E. Page. « 

Oregon — Corvallis: Thos. M. Gatch.« 

Pennsylvania — State College: George W. 
Atherton.« 

Rhode Island — Kingston: Kenyon L. 
Butterfield.« 

South Carolina — Clemson College : P. H. 
Mell.« Orangelmrg: Thomas E. Miller." 

South Dakota — Brookings: James Chal- 
mers. « 

Tennessee — Knoxville: 

Texas — College Station: David F. Hous- 
ton. « Prairieview: E. L. Blackshear.« 

Utah — Logan: W. J. Kerr.« 

Vermont — Burlington: M. H. Buckham.« 

Virginia — Blacksburg: J. M. McBryde.« 
Hampton: H. B. Frissell.'' 

WASHiNGTON-^PttZZmffln .• E. A. Bryan. 

West Virginia — Morgantoum: D. B. Pur- 
inton.« Institute: J. McHenry Jones. ^ 

Wisconsin — Madison: Chas. Richard Van 
Hise. « 

Wyoming — Laramie: Charles . Willard 
Lewis. « 



« I'resident. 



h Principal. 



c Chancellor. 



706 



U. S. DEPARTMENT OF AGRICULTURE, 

OFFICE OF EXPERIMENT STATIONS, 

A. C. TRUE, Director. 



JLo/ 



THE AMERICAN SYSTEM 



OF 



AGRICULTURAL EDUCATIOI^. 



BY 



A. C. TRUE and DICK J. CROSBY, 

Of the Office of Experiment Stations. 




WASHINGTON: 

GOVERNMENT PRINTING OFFICE. 

1904. 



'^ 



^ 



^ 



"^ 



K 



%> 



OFFICE OF EXPERIMENT STATIONS. 

A. C. True, Ph. T>.— Director. 

E. W. Allen, Ph. D. — Assistant Director and Editor of Experiment Station Record. 

W. H. Beal — Chief of Editorial Division. 

John Hamilton — Farmers' Institide Specialist. 

C. E. Johnston — Chief Clerk. 

editorial departments. 



E. W. Allen, Ph. D., and H. "\V. Lawson — Cliemistnj, Dairy Farming, and Dairying. 

W. H. Beal — Agricultural Physics and Engineering. 

Walter H. Evans, Ph. D. — Botany and Disea,^es of Plants. 

C. F. Langworthy, Ph. D. — Foods and Animal Production. 

J. I. Schulte — Field Crops. 

E. V. Wilcox, Ph. D. — Entomology and ]'eterinary Science. 

C. B. Smith — Horticulture. 

D. J. Crosby — Agricultural Institutioiis. 

2 



LETTER OF TRANSMITTAL. 



U. S. Department of Agriculture, 

Office of Experiment Stations, 

WasMngton, D. C, May W, 190 J^. 
Sir: I have the honor to transmit herewith a brief general account 
of the American S3^stem of agricultural education, which contains 
descriptions of departments of original research and graduate study 
in agriculture, agricultural colleges and the various grades of instruc- 
tion provided by them, secondary schools of agriculture, and the work 
along agricultural lines in primary schools. This account has been 
prepared primarily for distribution in connection with the exhibit of 
the colleges of agriculture and mechanic arts and experiment stations 
at the Louisiana Purchase Exposition. There is need of popular 
descriptive literature relating to these institutions and their exhibit 
for distribution among those attending the exposition. This is the 
first of a series of papers prepared to meet this need, and I recom- 
mend its publication as a document of this Office. 

Respectfully, A. C. True, 

Director. 
Hon. James Wilson, 

Sea^etary of Agriculture. 

3 



CONTENTS. 



Page. 

Introduction 5 

Departments of original research and graduate study in agriculture 6 

Agricultural colleges 8 

The four-year college courses 11 

The short and special courses 13 

Agronomy 14 

Dairying 15 

Animal husbandry 1 15 

University extension in agriculture 16 

Secondary agricultural schools 17 

Primary schools 20 



ILLUSTRATIONS. 



Page. 

Plate I.' Agricultural Building, Ohio State University 8 

II.* Agricultural Building, University of Illinois 12 

Illi Agricultural Hall, South Carolina Agricultural and Mechanical 

College 12 

IV; Agricultural Building, Wisconsin University 12 

V.' California Polytechnic School — recitation and administration build- 
ing on left, dormitory on right 16 

VI.'' Fig. 1. — Main building, Marathon County School of Agriculture and 
Domestic Economy. Fig. 2. — Main building, Dunn County School 

of Agriculture and Domestic Economy 20 

VII. Fig. 1.— A country school garden. District 58, Winnebago County, 111. 
Fig. 2. — Potatoes raised by i)upils in the Practice School of Ver- 

/ mont State Normal School 20 

VIII. Fig. 1. — George Putnam School Gardens, Boston. Fig. 2. — A school 

garden at Dewitt Clinton Park, in the heart of New York City ... 20^ 
4 



THE AMERICAN SYSTEM OE AORICULTURAL EDUCATION. 



By A. C. True and Dick J. Crosby, 
Of the Office of Experiment Stations. 



INTRODUCTION. 

The American system of ag^ricultural education includes a number 
of different classes of institutions which, taken together, provide all 
grades of instruction in agriculture from graduate courses leading to 
the doctor's degree to nature-stud}' courses in the kindergarten and 
the primary school. These institutions ma}^ be considered under four 
general heads: (1) Departments of original research and graduate 
stud}' in agriculture, (2) agricultural colleges, (3) secondar}^ schools of 
agriculture, and (tL) primary schools. The secondary' and primar}^ 
instruction in agriculture is of comparatively recent development, but 
is well worthy of consideration in this connection. The graduate and 
collegiate courses, on the other hand, are well established and take rank 
with the best agricultural courses in the much older universities and 
colleges of Europe. 

The American institutions for instruction and research in agriculture 
are brought together to constitute a national S3'stem of higher educa- 
tion in the sciences and industries through the Association of Ameri- 
can Agricultural Colleges and Experiment Stations, the Office of 
Experiment Stations of the Department of Agriculture, and the Bureau 
of Education of the Department of the Interior, each of these agencies 
being entitled to membership in the association. This association was 
organized in Washington October 18, 1887, and has since been very 
active and efficient in its efforts to promote agricultural education. At 
its convention in 1894 it appointed a committee on entrance require- 
ments, courses of stud}-, and degrees, whose final report, presented 
two 3'ears later, was adopted. This report recommended (1) physical 
geography; (2) United States history; (3) arithmetic, including the 
metric system; (4) algebra to quadratics; (5) English grammar and 
composition, together with the English requirements of the New 
England Association of Colleges and Preparatory Schools, and (6) 
ancient, general, or English historj' as a standard of entrance require- 
ments for college courses, and suggested that all colleges unite in 
requiring the first five subjects as a minimum for admission to their 

5 



lowest collegiate classes. The committee also urged that the colleges" 
require (1) mathematics through algebra, geometry, and trigonometry; 
(2) ph3\sics and chemistry, with laboratory work in each; (3) English 
language and literature; (4) other languages (at least one modern); 
(5) mental science and logic or moral science; (6) constitutional law, 
and (7) social, political, or economic science for four-year courses^ 
leading to a bachelor's degree. ^ 

In 1895 the association appointed a standing committee on methods 
of teaching agriculture, which has since presented eight reports of 
progress. The first report ** was devoted to recommendations regard- 
ing agricultural nomenclature and a review of agricultural education 
in European countries. The second report* was devoted to sugges- 
tions regarding the subjects to be included in a four-year course in agri- 
culture. In its third, fourth, and fifth reports'' the committee sug- 
gested outlines for the courses in agronom}^ zootechny, agrotechny, 
rural engineering, and rural economics. The sixth report was devoted 
to methods and facilities for teaching agronomy in the agricultural 
colleges, the seventh'' to secondary courses in agriculture, and the 
eighth* to the relation of the natural sciences to agriculture in a four- 
year college course. These reports have been of great value to the 
colleges in developing their courses in agriculture and reducing them 
to pedagogic form, and while it has not been found feasible in any 
single institution to adopt all of the recommendations of the commit- 
tee, yet many of its suggestions have been acted upon with benefit to 
the courses of study in agriculture, so that now these courses are 
coming to be recognized as coordinate with other university courses in 
both undergraduate and postgraduate work. 

DEPARTMENTS OF ORIGINAL RESEARCH AND GRADUATE STUDY 

IN AGRICULTURE. 

At the head of the system of agricultural education stand the United 
States Department of Agriculture and the agricultural experiment 
stations in the different States and Territories, organized chiefly as 
departments of the land-grant colleges. These constitute very largeh^ 
the universit}^ or graduate branch of agricultural education in this 
countr}^, having for their chief functions the discovery and dissemi- 
nation of new truths regarding the theory and practice of agriculture. 
Organized primarily with reference to research, both the Department 
and the stations to a considerable extent directly promote agricultural 

« Office of Experiment Stations Circular No. 32. 

fj Office of Experiment Stations Circular No. 37. 

<■ Office of Experiment Stations Circulars Nos. 39, 41, and 45. 

'' Office of Experiment Stations Circular No. -49. 

<^ Office of Experiment Stations Circular No. 55. 



education, in the technical sense, by giving instruction to students. 
This is done by opening their laboratories to assistants who partici- 
pate in research work while continuing their studies or by imparting 
new inspiration and knowledge to students who become acquainted 
with the research work by indirect contact through residence at the 
institutions where it is being conducted. 

The work of the Department of Agriculture along educational lines 
is rapidly increasing. Not only does it continue to open its laborato- 
ries and libraries to officers of the agricultural colleges and experiment 
stations who come there to carry on special investigations or to enlarge 
their knowledge of scientific facts and principles in a special line, but 
it is doing more than ever before in training the graduates of the agri- 
cultural and other colleges who enter the Department as scientific aids. 
Concerning this feature of the educational work of the Department, 
the Secretary of Agriculture, in his annual report for 1903, ssljs: 

The Department has thus become a postgraduate institution, where groups of 
sciences are taught and apphed. Comparatively Uttle time is devoted to the ascer- 
tainment of abstract scientific facts. Every worker is helping somebody, and while 
doing this he is contributing to what is known relating to the farm and to the educa- 
tion of his associates. 

Four hundred and ninety-six students have been admitted to the Department for 
instruction since 1897 as experts in our several lines of work. Two hundred and 
forty-nine of these still remain with us, not less than 132 having passed into the classi- 
fied service, 185 having gone elsewhere to teach, experiment, or demonstrate in private 
enterprise what they have learned from their teachers, who are our best-equipped 
scientists in their several specialties. 

The Weather Bureau, through its officials at the various stations 
throughout the country, is taking an active part in public education 
along meteorological lines. The Bureau of Plant Industry is doing 
much to aid the school-garden movement by distribitting to a large 
number of schools throughout the country special packages of vege- 
table and flower seeds, together with circulars containing directions 
for the planting and care of school gardens, and by cooperating with 
other agencies in conducting experimental school gardens. 

While the other bureaus of this Department are doing valuable edu- 
cational work along the lines of research in which they are engaged, 
the Office of Experiment Stations is the general agency of the Depart- 
ment for the promotion of agricultural education throughout the 
United States and is constantly enlarging the scope and extent of this 
branch of its work. Special attention is being given to the better 
organization of the American system of agricultural education, so that 
it may include properly graded courses of instruction, reaching from 
the graduate school and the college to the common school, and may 
embrace all the branches of agriculture considered as both a science 
and an art. Part of this work is being done in cooperation with the 
Association of American Agricultural Colleges and Experiment Sta- 



tions, the Directoi'of this Office being chairman of the standing com- 
mittee on methods of teaching- agriculture. Its officers and those of 
the other bureaus of the Department are frequently called upon to 
address public conventions and other meetings of public men, educa- 
tors, students, and influential farmers in different States, thus enabling 
the influence of the Department to be felt in a personal way by the 
leaders of public opinion in all parts of the country. 

Several of the colleges of agriculture maintain regularly constituted 
graduate schools and not a few others make arrangements whereby 
graduate students are enabled to pursue advanced courses leading to 
degrees. There are now -iO colleges which thus provide agricultural 
work leading to the master's degree and 9 which offer courses in agri- 
culture leading to the doctor's degree. 

In the summer of 1902 a graduate school of agriculture was success- 
fully inaugurated at the Ohio State University (PI. I). The plan for 
this school was originated ]>}" Prof. Thomas F. Hunt, dean of the Col- 
lege of Agriculture and Domestic Science of the Ohio State University, 
the purpose being to establish a course for advanced students in agri- 
culture at w^hich the leading teachers and investigators of the leading 
colleges and experiment stations and this Department should present 
sununaries of the recent progress in agricultural science, illustrate 
improved methods of teaching agricultural subjects, and afford a some- 
what extended opportunit}" for the discussion of live topics drawn 
from the rapidh' advancing science of agriculture. The board of 
trustees of the university made provision for its financial support, and 
the school was successfully conducted during July and August. The 
dean of the school was A. C. True, Director of the Office of Experi- 
ment Stations, and the faculty included 35 men, of whom 26 were 
professors in agricultural colleges, 7 were leading officers of the 
Department of Agriculture, and 2 were officers of the New York 
State Experiment Station. Seventj^-five students Avere in attendance, 
representing 28 States and Territories. The courses of stud}' included 
agronomy, zootechny, dair3'ing, and breeding of plants and animals. 
Since 1902 no single college has found it practicable to assume the 
financial responsibility of conducting such an enterprise, l)ut the 
Association of American Agricultural Colleges and Experiment Sta- 
tions has taken up the matter and appointed a committee to devise 
means for reopening the school and making it a permanent feature of 
our system of agricultural education. 

AGRICULTUEAL COLLEGES. 

There are now in the United States 65 agricultural colleges, organ- 
ized under the acts of Congress of July 2, 1862, and August 80, 1890, 
giving Government aid to colleges for the benefit of agriculture and 
the mechanic arts. In 15 States and 1 Territory separate institutions 



U. S. Dept. of Agr., Office of Expt. Stations, 706. 



Plate I. 




9 

are maintained for white and colored students, and in 15 of these 
institutions for colored students courses in agriculture are maintained. 
The colleges of agriculture ma}' be divided into three classes, deter- 
mined b}' differences in their organization: (1) Colleges offering only 
agricultural courses; (2) colleges offering additional courses, especiall}^ 
those in mechanic arts; and (3) colleges of agriculture connected with 
universities. 

The only purel}' agricultural college in the United States is that in 
Massachusetts. Agricultural and mechanical colleges are maintained 
in Alabama, Colorado, Connecticut, Delaware, Iowa, Kansas, Kentucky, 
Maryland, Michigan, Mississippi, Montana, New Hampshire, New 
Jersey, New Mexico, North Carolina, North Dakota, Oklahoma, 
Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, 
Texas, Utah, Virginia, and Washington. Separate institutions of this 
class for colored students (including departments of universities 
located apart from the other colleges of those universities) are main- 
tained in Alabama, Arkansas, Delaware, Florida, Georgia, Kentuck}'^, 
Louisiana, Maryland, Mississippi, Missouri, North Carolina, Okla- 
homa, South Carolina, Texas, Virginia, and West Virginia. In all of 
these institutions except that in Arkansas courses in agriculture are 
conducted, but for the most part the instruction is confined to courses 
below the college grade. A similar institution, maintained by State 
and private funds, is the well-known Tuskegee Normal and Industrial 
Institute, in Alabama. 

Colleges of agriculture (or equivalent schools or departments) in 
universities are maintained, with the aid of national funds, in Arizona, 
Arkansas, California, Florida, Georgia, Idaho, Illinois, Indiana, Louisi- 
ana, Maine, Minnesota, Missouri, Nebraska, Nevada, New York, Ohio, 
Tennessee, Vermont, West Virginia, Wisconsin, and Wyoming. In 
Massachusetts, Harvard College has a school of agriculture called the 
Bussey Institution. 

Owing to the complicated organization of many of the institutions 
having courses in agriculture and the fact that the students in agricul- 
tural courses in many subjects are in classes with students in other 
courses, and that much of the equipment is used in common by the 
students in all the courses, it is impracticable to show by statistics, 
with exactness, the means and facilities for strictly agricultural educa- 
tion. The general statistics of the land-grant institutions may, how- 
ever, serve to show with how great an enterprise, devoted chietly to 
higher education along scientific and industrial lines, agriculture has 
been joined in permanent alliance, and to indicate in some measure 
how extensive are the educational facilities at the command of the 
youth of the countr}^ who have sufficient intelligence, courage, and 
perseverance to follow out long and thorough courses of study in 
agriculture. 



10 

Educational institutions receiving the benefits of the acts of Con- 
gress of July 2, 1862, and August 30, 1890, are now in operation in 
all the States and Territories except Alaska, Hawaii, and Porto Rico. 
The total number of these institutions is 65, of which 63 maintain 
courses of instruction in agriculture. The aggregate value of the 
permanent funds and equipment of the land-grant colleges and univer- 
sities in 1903 is estimated to be as follows: Land-grant fund orf 
1862, $11,140,890.51; other land-grant funds, $2,849,293.49; other per- 
manent funds, $14,926,747.49; land grant of 18'r;2 still unsold, $4,292,- 
460.26; farms and grounds owned })y the institutions, $5,610,441.03; 
buildings, $21,246,159.88; apparatus, $2,379,742.28; machinery, $1,- 
112,805.28; libraries, $2,114,802.60; live stock, $252,490.66; miscella- 
neous equipment, $3,852,629.77; total, $69,778,463.25. The income 
of these institutions in 1903, exclusive of the funds received from the 
United States for agricultural experiment stations ($719,999.50), was 
as follows: Interest on land grant of 1862, $674,174.77; interest on 
other land grants, $84,903.31; United States appropriation under act 
of 1890, $1,200,000; interest on endowment or regular appropriation, 
$278,409.25; State appropriation for current expenses, $2,469,848.44; 
State appropriation for buildings or other special purposes, $1,577,- 
927.40; endowment, other than Federal or State grants, $602,802.41; 
tuition fees, $944,826.07; incidental fees, $294,492.95; miscellaneous, 
$1,120,993.80; total, $9,248,378.40. The value of the additions to the 
permanent endowment and equipment of these institutions in 1903 is 
estimated as follows: Permanent endowment, $626,916.56; buildings, 
$1,426,330.31; libraries, $135,312.46; apparatus, $104,247.94; machin- 
ery, $169,182.24; live stock, $51,140.96; miscellaneous, $230,552.91; 
total, $2,743,683.38. 

The number of persons in the faculties of the colleges of agriculture 
and mechanic arts was as follows: For preparator}' classes, 445; for 
collegiate and special classes, 2,024; total (deducting 8 counted twice), 
2,461. In the other departments the faculties aggregate 1,141, making 
a grand total of 3,602 persons in the faculties of the land-grant insti- 
tutions. The students in 1903 were as follows: (1) By classes — Pre- 
paratory, 8,801; collegiate, 19,161; short course or special, 7,999; 
post-graduate, 607; other departments, 16,760; total (counting none 
twice), 52,489. (2) By courses: Fcmr-ijeai' — Agriculture, 3,146; hor- 
ticulture, 539; household economy, 873; mechanical engineering, 4,475; 
civil engineering, 2,587; electrical engineering, 2,116; mining engi- 
neering, 955; chemical engineering, 188; architecture, 182. Shorter — 
Agriculture, 5,505; dairying, 867; horticulture, 367; veterinary sci- 
ence, 811 ; military tactics, 16,316. The graduates in 1903 were 4,524, 
and since the organization of these institutions, 53,252. The average 
age of graduates in 1903 was 21 years and 10 months. The total inim- 



11 

ber of volumes in the libraries was 1,837,461. The total number of 
acres of land granted to the States under the act of 1862 was 10,170,851, 
of which 1,007,991: are still unsold. 

THE FOUR- YEAR COLLEGE COURSES. 

In nearly all of these institutions the college course in agriculture 
extends over four or more years. In cases where more than four 
years are required, an additional year or two years has been added to 
prepare students for admission to the regular course. The course 
varies considerably in different institutions as regards the require- 
ments both for admission and for graduation. In some cases students 
are admitted direct!}' from the common schools, while in others the 
entrance requirements are on a level with those for admission to other 
college courses in high-grade colleges. Gradually, however, a num- 
ber of the institutions which formerly admitted students from the 
common schools are raising their entrance requirements to correspond 
more nearly with the recommendations of the committee on entrance 
requirements of the Association of American Agricultural Colleges 
and Experiment Stations. 

The course at the Massachusetts Agricultural College may be con- 
sidered typical of relatively high-grade college courses in agriculture 
as given in American colleges. Candidates for admission must be at 
least 16 years old, and arc required to pass examinations in English, 
general history, physiology, physical geography, algebra (through 
quadratics), plane geometry, and civil government. The student is 
required to follow a definitely prescribed curriculum during two j^ears, 
after which he is allowed to elect one of the following courses: Agri- 
culture, horticulture, biology, chemistry, mathematics, and landscape 
gardening. In freshman jesir the following subjects are included in 
the course: Agriculture, botan}', chemistry, algebra, geometry, trigo- 
nometr}', English, French, military tactics, and history; in sophomore 
year, agriculture, horticulture, zoology, chemistry, English, and Ger- 
man; in junior year the student follows one of the prescribed courses 
mentioned above; and in senior year, together with the required mili- 
tary science, bacteriology and Constitution of the United States, he 
must take at least three elective studies closel}^ correlated with his 
junior-year course, which may be selected from the following: Agri- 
culture, botany, horticulture, landscape gardening, chemistry, physics, 
entomolog}' , veterinary science, engineering, English, French, German, 
Latin. 

A similar arrangement prevails at the Michigan Agricultural Col- 
lege, where the agricultural students, after pursuing the prescribed 
course for two years, are allowed to elect between agriculture, horti- 
culture, and forestry. Iowa State College now offers four full four- 



12 

year courses in agriculture in which the student is allowed to specialize 
in agrononi}', dairying", animal husbandr}', or horticulture. 

The elective system is gaining- ground in all the agricultural colleges, 
and especially is this true of those connected with the universities. 
The Universit}^ of Illinois (PI. II), for example, offers 18 electives in 
the department of agronomy, 20 in the department of animal hus- 
bandry, and 22 in the department of horticulture, besides special 
courses outlined for graduates. In the reorganized course of study of 
the College of Agriculture of Cornell University students are allowed 
to elect most of the work of the last two years in the regular college 
course. For this purpose 8 groups of electives are provided as 
follows: (1) Thesis, (2) chemistry and soil, (3) plant production, 
(4) animal husbandry, (5) mechanics and engineering, (6) farm home, 
(7) rural economy, (8) outdoor art. 

Another tendenc}^ of these larger institutions is worthy of notice in 
this connection, namely, that of dividing the subject of agriculture 
into specialties, such as plant industry (including agronomy, horticul- 
ture, and forestry), animal industr}-, agrotechny (dairying, sugar 
making, etc.), rural engineering, and rural economy. This specializa- 
tion has resulted in the organization of agricultural faculties with pro- 
fessors of agronomy, horticulture, animal industry, etc., instead of, as 
in former years, one professor charged with teaching the whole subject 
of agriculture and also, not infrequently, such related subjects as 
agricultural chemistr}^, botan}', and veterinar}^ science. 

Much greater attention than formerly is being given to the improve- 
ment of methods of teaching agricultural subjects. This is evidenced 
by the employment of more thoroughl}" trained teachers, by individual 
and associated efforts to define and arrange the topics of instruction in 
accordance with pedagogical principles, by the general adoption of the 
laboratory system as applied to the held, the plant house, and the barn, 
as well as to the buildings constructed with special reference to the 
peculiar needs of instruction in agricultural sul^jects. 

The collection and devising of apparatus and illustrative material 
are being pushed with much enthusiasm and success. Wherever means 
will permit, and in an increasing num])er of institutions, the housing 
and equipment of the agricultural department will compare favorably 
with that of other departments (Pis. Ill and IV). Along with the 
improvement of the college courses \n agriculture has come the reali- 
zation of the true function of these coiirses. It is now Avell under- 
stood that they are for the training of the leaders in agricultural 
progress, and not for the general education of the agricultural masses. 
For this purpose they are to ])e made as thorough and complete inter- 
nally and externally as the manifold needs of American agriculture 
for well-trained and intelligent leadershij) may require. Their success 
is to be judged by the same standard that is applied to other college 
courses, and the number of students is not of so much importance as 



U. S. Dept. of Agr., Office of Expt. Stations, 706. 



Plate II. 




U. S. Dept. of Agr., Office of Expt. Stations, 706. 



Plate 111. 




U. S. Dept. of Agr., Office of Expt. Stations, 706. 



Plate IV. 




13 

their quality. For the general education of the agricultural people, 
young and old, other agencies than the four-j^ear college course are 
to be employed, which will require for their management a large share 
of the graduates of the agricultural colleges. 

THE SHORT AND SPECIAL COURSES. 

In the effort to meet the needs of the various classes of students, 
especially of those who are unable to complete a full college course, 
the agricultural colleges have been unusually active in recent 3'ears in 
organizing short and special courses of different kinds. Fortj^-f our of 
these institutions have organized such courses, which are planned to 
meet the needs of voung people who may be classified somewhat 
roughly as follows: (1) Those preparing to enter a four-year agricul- 
tural course; (2) those desiring instruction in agricultural subjects, but 
having insufficient scholastic attainments to carry the full collegiate 
course; (3) those unable to leave home for an extended course, who 
desire instruction in some particular phase of agricultural science or 
wish to become proficient in some branch of agricultural practice, and 
(4) teachers desiring to prepare themselves to give instruction in nature 
study and elementary agriculture. The general features of these 
courses are shown in the following excerpt from the introduction to 
a recent bulletin of the Office of Experiment Stations:'^' 

For students i^reparing to enter a four-year agricultural course, high-school agri- 
cultural courses two or three years in length have been organized; also in some 
instances one-year or two-year preparatory courses. These high-school courses also 
serve many more students as finishing courses — preparation for life work. This is 
the purpose served also by the so-called practical one-year and two-year agricultural 
courses organized for those of limited scholastic attainment — courses having a mini- 
mum of culture studies and pure science and a maximum of applied science. Thirty 
colleges now offer courses falling under one of these two classes, and all but nine of 
these courses are more than one year in length. 

Great importance attaches to courses of this nature, and great care should be exer- 
cised in planning them, because it is the graduates of these courses more than the 
graduates of the four-year courses who go back to the farms. It will be said, and it 
is true, that the best and most thorough course of study is none too good for the 
farmer; that a man should be as well trained for the profession of farming as for the 
law or medicine. Bilt it must be remembered that there were well-defined courses 
of study in law and medicine long centuries before the farmer was considered worthy 
of instruction. In these professions there is now a great body of trained men and 
specialists from whose ranks special positions may be filled, while in agriculture the 
men of scientific attainments are comparatively so few and the demand for them in 
college, station, and other attractive and renuinerative positions is so great that few 
bachelor-degree men feel that they can afford to go back to the farm. For the pres- 
ent, then, and for some years to cotne, the college of agriculture will have an impor- 
tant mission to perform through its secondary and short courses in the training of 
young men for the practice of agriculture. 

For those actually engaged in agricultural occupations — the farmers, dairymen, and 
fruit growers, and their sons and daughters who are unable to leave home during 
the busy seasons — the special winter courses have been organized. These courses 

« No. 139, Special and Short Courses in Agricultural Colleges. 



14 

var}' in length from a week or ten days to ten or twelve weeks. They are in most 
cases severely practical. They center around the judging pavilion, the laboratory, the 
dairy, and the cheese room, with lectures and readings to supplement the practi- 
cums. The nature of these courses is even more varied than their length of term. 
Twenty-two colleges offer courses in general agriculture, including more or less 
thorough instruction in plant production, animal husbandry, dairying, poultry cul- 
ture, etc. ; 19 offer courses in general dairying, 3 in creamery management, 2 in farm 
dairying, 2 in cheese making, 5 in animal husbandry, 9 in horticulture, 4 in poultry 
culture, 3 in domestic science, with more or less of horticulture, floriculture, and 
like subjects adapted to the needs of young women, and 1 each in agronomy, bee 
culture, forestry, beet-sugar production, farm mechanics, correspondence courses, 
botany, bacteriology, and entomology. Two colleges offer courses designated agri- 
culture and horticulture; two, courses designated agriculture and dairying, and one 
a course in agriculture, horticulture, and mechanic arts. Most if not all of these 
courses include instruction in a number of subjects not indicated in the names of 
the courses. There are also a large number of practicum courses and lecture courses 
which are confined to a single line of practice, such as cereal judging, stock judging, 
and the destruction of noxious insects. Six colleges offer a total of 44 such courses. 

The special winter courses are the utility courses, important because of their influ- 
ence on the present-day agricultural practice and because of the influence of present 
practice on future practice. And present practice is sure to have a powerful influence 
on the young people who are to be the future farmers and on the quality of soil, 
farm machinery, and domestic animals with which these young people will have to 
do when they take charge of the farms. The special winter courses, then, are an 
important and legitimate feature of agricultural instruction, capable of giving a strong 
uplift to present agricultural conditions. 

And, linally, there are the summer schools for teachers and the one-year and two- 
year normal courses, in all of which nature study and elementary agriculture are 
important features. At least 8 colleges have organized courses of this kind, and 
have found teachers prompt and eager to take advantage of the opportunities thus 
afforded them for preparing to bring the children committed to their charge into 
more intimate and sympathetic relations with their natural environment. Some of 
the States now require that instruction in the elements of agriculture be given in the 
public schools, and the agricultural colleges in those Sti^tes are aiding to prepare the 
teachers for this M'ork. More work of this kind needs to be done in order that 
country children may learn to know and appreciate the beauties and advantages of 
rural life, and that city children may be enabled to make use of their more limited 
opportunities for the employment of trees, shrubs, flowers, and other nature material 
in making the city more wholesome and beautiful, and may have their attention 
turned to the advantages and opportunities of rural life. 

Schools of agriculture as mentioned above or high-school courses 
in agricultural colleges are now maintained in Maine, Minnesota, 
Nebraska, Oklahoma, Rhode Island, and Washington. 

The nature and extent of the special courses now offered l\v a large 
number of the colleges are shown by the following description of 
tj'pical courses: 

AGRONOMY. 

The winter couise in agronomy of the college of agriculture of 
the Universit}' of Missouri continues eight weeks and includes instruc- 
tion in the following subjects: 

Farm equipment, including implements, machinery, and buildings. 



15 

Soils, their origin, formation, distribution, chemical and physical 
properties, and classifications. 

Fertilizers and manures, relative values, preservation, and applica- 
tion. 

Farm crops, conditions of germination and growth, rotation, culti- 
vation, harvesting, storing, and varieties. 

Horticulture, propagation by grafting, budding, layering, etc. ; soils; 
location and care of orchards; fungus diseases and their treatment; 
picking, packing, storing, and marketing of fruits, and the planting of 
home grounds. 

Botan}', with special reference to the structure, use, and functions 
of plants of economic importance. 

Economic entomology, agricultural chemistry, and carpentry and 
blacksmithing. 

DAIRYING. 

The winter dair}" course given in the college of agriculture of the 
University of Wisconsin is typical of these courses. It is a twelve 
weeks' course and includes the following: 

Twenty lectures on milk, its constituents, testing, creaming, and 
churning, and principles of cheese making. 

Creamer}' management and dair}^ bookkeeping. 

The theory and art of cheese making. 

Sixteen lectures on the relation of bacteria to dairy problems. 

Fifteen lectures and demonstrations on the care and management of 
boilers and engines. 

Plight lectures on feeds and feeding. 

Eight lectures on heating, ventilation, and drainage. 

Eight lectures on the breeding and selection of dairy cows. 

Ten exercises on preliminary practice. 

In addition, practical work is given in the creamery, the pasteuriz- 
ing and testing rooms, the cheese rooms, and the machinery and power 
room. 

ANIMAL HUSBANDRY. 

The animal husbandry short course of the school of agriculture of 
Purdue University extends over ten weeks and includes the following 
subjects: 

Lectures and practice in judging beef and dairy cattle, swine, sheep, 
and horses, two hundred and thirty hours. 

Live-stock management, twenty hours. 

Care of farm animals, twenty lectures and ten two-hour clinics. 

Examination of horses for soundness, ten lectures and ten clinics. 

Agricultural physics, twenty three-hour periods. 

Soils, manures, and crops, thirty hours. 



16 

Farm building's (lectures and practice in drawing plans), ten three 
hour periods. 

Forage crops, twenty hours. 

Chemistry of soils, manures, and fertilizers, twenty hours. 

UNIVERSITY EXTENSION IN AGRICULTTJRE. 

Under the title "University extension"" are included all of th( 
efforts of a university or a college to carry instruction to the peoplt 
outside the limits of its own campus. Though not always spoken o1 
under this head, no university-extension movement in this country ha,- 
actually been so widespread as that on behalf of agriculture. Broadl; 
speaking, this would properly include the dissemination of agricul 
tural information through the publications of the experiment station,- 
and this Department, of which about 12,000,000 copies are issue(i 
annually. But conlining ourselves to what is usually considered th( 
more legitimate field of university extension, we find many of tht 
colleges now extending their educational influences over wide area.- 
and among many hundreds of people not enrolled in their regulai 
courses through the agency of farmers' institutes, reading courses foi 
farmers and farmers' wives, correspondence courses, agricultural 
experimental unions, and the introduction of nature study and school 
garden work with children. The farmers' institutes, which are no\\ 
held in 16 States and Territories, are attended Iw over 900,000 people. 

A number of the colleges maintain reading courses for farmers, in 
which certain lines of reading are regularly taken up, review question- 
are sent out, and the answers received are criticized. Some of the 
colleges modify this procedure b}" preparing special publications for 
the members of its reading courses to study. Reading courses arc 
now conducted under the auspices of the agricultural colleges in 
Michigan, New York, South Dakota, and West Virginia. Closely 
related to the reading courses are the correspondence courses con- 
ducted by the Pennsylvania State College, which enrolls several hun- 
dred correspondents who regularly receive mimeograph copies of 
lessons prepared under the direction of the professor of agricultun> 
in the college, and similar courses in agriculture and horticulture 
now offered by the Universit}' of Wj^oming. The success of exten- 
sion work of this kind has led to the establishment recenth^ of three 
quite strong correspondence schools under private auspices, two of 
which offer courses in agriculture and the other courses in poultry 
culture. 

Experimental unions which are organizations of college graduate^ 
and nongraduate students for the purpose of extending the influencei 
of the colleges and experiment stations by means of cooperative^ 
experiments with field crops, methods of culture, fertilizers, etc., are 
now organized in Illinois, Iowa, Ohio, New York, Wisconsin, and pos- 
sibly one or two other States. 



4 



U. S. Dept. of Agi-., Office of Expt. Stations, 706. 



Plate V. 




17 

Several of the agricultural colleg-es are further extending their 
influence through the preparation of nature-stud}^ leaflets and school- 
garden leaflets and through lectures and correspondence on the part of 
their officers to promote a better understanding of the elements which 
make up the environment of children in rural sections, the aim being, 
first, to put children into better sympath}' with their surroundings, 
and, secondly, to prepare the waj^ for instruction in the elements of 
agriculture in the rural schools. 

SECONDARY AGRICULTURAL SCHOOLS. 

Besides the high school agricultural courses and schools of agricul- 
ture mentioned above as maintained in connection with colleges of 
agriculture, there is a considerable number of secondary agricultural 
schools, some of which are supported by State or local funds and some 
by private funds. 

Alabama has nine agricultural schools, one in each Congressional 
district, supported b}^ State and local funds. These are located at 
Abbeville, Albertville, Athens, Blountsville, Evergreen, Hamilton, 
Jackson, Sylacauga, and Wetumpka. Usuall}^ these schools are con- 
nected with local public schools and resident pupils predominate, but 
there are also quite a number of pupils enrolled from the towns adjoin- 
ing each school. 

The California Polytechnic School, located at San Luis Obispo, was 
opened October 1, 1903. This is a State institution established under 
an act of the legislature of March 8, 1901, to take efl'ect January 1, 
1902, "'to furnish to young people of both sexes mental and manual 
training in the arts and sciences, including agriculture, mechanics, 
engineering, business methods, domestic economy, and such other 
branches as will fit the students for the nonprofessional walks of life." 

On making a careful survey of the educational institutions of the 
State the trustees found that the greatest need was for a secondary 
school, giving boys and girls "a training in the arts and sciences 
which deal peculiarl}^ with country life — the life of the home, the 
farm, the orchard, the dairy, and the shop." Agriculture, domestic 
science, and mechanics were therefore made the main lines of instruc- 
tion in this school. A farm of 280 acres was purchased, and on this 
two large buildings have been erected (PI. V). These are a recita- 
tion and administration building 47 by 100 feet and a dormitory -iO by 
100 feet. 

Students are admitted at the age of 15 j-ears and must have had 
previous training equivalent to the usual grammar school course. 
The course of study covers a period of three j^ears. The cost of 
books, supplies, and laborator}^ fees will be $35 a year, and of room 
and board $20 or $25 per month. The school is under the manage- 
31032—04 2 



18 

ment of a board of trustees, including- the governor and superintendent 
of public instruction ex otiicio. Dr. Leroy Anderson is at the head of 
the faculty, with the title of director. 

An agricultural school of secondar}' grade has recentl}^ been opened 
at Rutherford, Napa County, Cal., under the auspices of the Youths' 
Director}' of San Francisco, a Roman Catholic organization. For a 
number of years this organization has been sending boys who had 
graduated from the grammar grades of its city school to ranches in 
different parts of the State, but with unsatisfactory results. A ranch 
of 1,000 acres has therefore been purchased, on which vineyards and 
orchards are being planted and stock raising and dairying are being- 
established with the aid of the students sent from the city schools. A 
building with class rooms, laboratories, and dormitories to accommo- 
date 150 boys is now being erected. 

In Connecticut there is a school of horticulture located just outside 
the city limits of Hartford and supported b}' private funds. The 
equipment of the school consists of a laboratory and lecture building, 
with attached workroom and greenhouse, a stable, and gardens cover- 
ing several acres. The school is maintained primarily for the purpose 
of atfording instruction in horticulture and gardening to the pupils of 
the public schools in Hartford. The laborator}' method of instruction 
is followed and each student is provided with a garden, for which he 
is responsible. Such instruction as is necessary for an understanding 
of the worlv in the greenhouse and the field is given b}' means of lec- 
tures. During the season of 1902 instruction was given to about 900 
persons, including 178 gardeners and a large number who took onl}^ 
nature-study work in connection with city vacation schools. 

The first annual report of the Winona Agricultural and Technical 
Institute, at Winona Lake, Ind., founded in 1902, shows that 92 bo3's 
were enrolled during its first session, of whom 57 came from the cit}', 
21 from villages, and 11: from farms, and ranged in age from 11 to 22. 
This is a secondary school, having a two-year preparatory department 
corresponding to the seventh and eighth grades of the public schools, 
and a four-year academic department providing four groups of studies, 
entitled agriculture, trades, elementary technology, and academic. 
Instruction in agriculture begins in the second year of the preparatory^ 
department and runs through the four years of the academic depart- 
ment. The institute is provided with a small farm, two dormitory 
})uildings, and a substantial brick laborator}- building known as the 
Mount Memoiial Building. The school is supported by private funds. 

In Massachus(^tts an agricultural department has been established in 
connection with the Mount Hermon School, near Northfield, founded 
by the late D. L. Moody. For a number of years this school has had 
a farm of about 100 acres, with a dairy of 200 cows, and fruit orchards, 
gardens, and a cannery. There was, however, no theoretical instruc- 



19 

tion in agriculture or horticulture until the autumn of 1903, when Mr. 
Harr}" Hayward, of the U. S. Department of Agriculture, was called to 
the school to organize departments of instruction in agriculture, horti- 
culture, and dairj'ing. 

This State also includes a number of institutions offering courses in 
horticulture for women. At Groton there is the School of Horticul- 
ture and Landscape Gardening for women conducted under private 
auspices. Simmons College, Boston, now provides a course in theo- 
retical and practical horticulture for women. The course will extend 
over three or four years, the first two 3'ears to be spent in Boston 
studying the principles of horticulture, and the remainder of the time 
at the Massachusetts Agricultural College. Wellesley College also 
announces a course in elementary horticulture and landscape garden- 
ing, to include lectures on the preparation of soils, the propagation, 
cultivation, and pruning of plants, school gardens, and planting 
designs. This course covers one year with three hours a weel^. 

In Missouri the three State normal schools, located at Cape Girar- 
deau, Kirksville, and Warrensburg, give instruction in agriculture for 
the purpose of preparing teachers to introduce this subject into the 
public schools of the State. 

The Baron de Hirsch Agricultural and Industrial School, at Wood- 
bine, N. J., regularly opened for students in 1894, provides general 
and agricultural education of the secondary grade, combined witli a 
large amount of practical farming and horticulture, for a limited num- 
ber of boys and girls. 

In Elyria, Ohio, a city of about 10,000 inhabitants, an agricultural 
college graduate is employed to teach agriculture and chemistry in the 
public high school, and an elective course has been arranged in which 
agriculture is taught in the third and fourth years. This will include 
instruction in animal husbandry with especial reference to dairying 
and soils and farm crops. 

The National Farm School, located at Doylestown, Pa., was estab- 
lished in 1896, and provides secondary instruction in agriculture with 
practical farm work for about 4:0 boys. The equipment of the school 
includes a farm of 122 acres, a stone main building, a chemical labora- 
tory, a dairy building, greenhouses, a residence for the dean, barns, 
and other farm buildings, and live stock. The school is supported by 
a small State appropriation, private donations, fees, and sales of farm 
products. Dr. J. H. Washburn, formerly president of Rhode Island 
College of Agriculture and Mechanic Arts, is dean of the school. 

Wisconsin has two county agricultural schools established under the 
provisions of a State law granting aid not to exceed ^2,500 per annum 
to the two counties which first erect buildings and provide other neces- 
sary equipment for such schools. 

The Marathon County School of Agriculture and Domestic Economy, 



20 

located lit Wausan, was opened October 6, 1902. The buildings and 
equipment provided for tliis school cost 120,000 (PI. VI, fig. 1). The 
school grounds cover 6 acres. The course of stud}' for l)oys includes 
soils, plants, animal husbandry, rural architecture, blacksmithing, car- 
pentry, and mechanical drawing. The course of study for girls 
includes cooking, laundering, sewing, floriculture, and home manage- 
ment and decoration. Both courses include English language and 
literature, United States histor}', civil government, and commercial 
arithmetic with farm accounts. Tuition is free to students living in 
Marathon Comity. The cost of board and rooms runs from $2.. 50 to 
$3. The principal of the school is R. B. Johns, a graduate of the 
University of Wisconsin. 

The Dunn County School of Agriculture and Domestic Science, 
located at Menomonie, was opened October 20, 1902. It is equipped 
with a tine brick main building erected by the county at an expense of 
$6,000 {PI. VI, tig. 2), and a frame building for shopwork which, with 
the grounds surrounding the school, cost $5,000. The courses of 
study are very similar to those in the Marathon School and require two 
years for completion. The principal of the school is Dr. K. C. Davis, 
a graduate of the Kansas Agricultural College. 

The Girls' Industrial College at Denton, Tex., was opened to stu- 
dents in September, 1903. Considerable attention will be given to the 
teaching of horticulture and ornamental gardening, and the courses 
will also include instruction in floriculture, dairying, bee keeping, and 
poultr}' keeping. Three new greenhouses, 18 by 40 feet, have been 
completed, and a small nursery has been established. A campus of 
about 40 acres will be devoted to landscape gardening and forestr}-. 

PRIMARY SCHOOLS. 

The introduction of the teaching of agricultural subjects in the 
primar}' schools is being wideh^ discussed at the meetings of teachers 
and farmers. A few schools of primary and grammar grades have 
attempted, with apparent success, to give instruction in the elements 
of agriculture. The Watkinson Farm School, near Hartford, Conn., 
and the Thompsons Island Farm School, in Boston Harl)or, are exam- 
ples of such institutions. Near Knoxville, Tenn., plans have been 
made and land purchased for the establishment of a central rural 
school in which the pupils will receive instruction, not onlj' in the 
usual subjects taught in such a school, but also in agricultural subjects, 
such as planting and cultivating fruits and flowers, raising poultry, 
and operating daii-ies. In Missouri and portions of Illinois numerous 
successful experiments along these lines have been made in the rural 
schools (PI. VII, flg. 1), while in other States the public schools of 
both urban and rural districts have made encouraging progress in the 



4 



U. S. Dept. of Agr., Office of Expt. Stations, 706. 



Plate VI. 




Fig. 1.— Main Building, Marathon County School of Agriculture and Domestic 

Economy. 




Fig. 2.— Main Building, Dunn County School of Agriculture and Domestic 

Economy. 



U. S. Dept. of Agr., Office of Expt. Stations, 706. 



Plate VI 




Fig. 1.— a Country School Garden, District 58^ Winnebago County, III. 




FiQ. 2.— Potatoes Raised by Pupils in the Practice School of Vermont State 

Normal School. 



U. S. Dept. of Agr., Office of Expt. Stations, 706. 



Plate VIII. 




Fig. i. --George Putnam School GARDENb, Boston. 




FiQ. 2.— A School Garden at Dewitt Clinton Park, in the Heart of New York 

City. 



21 

introduction of nature study and school-garden work. These subjects 
now constitute a part of the regular instruction and practice work in 
many of the normal schools in all parts of the Union (PI. Vll, tig. 2). 
A number of the State legislatures have passed laws recentl}" 
Avliereby the public schools are permitted or encouraged to provide 
instruction in agriculture. Such laws now exist in Alabama, Georgia, 
Illinois, Louisiana, Maryland, Michigan, Missouri, North Carolina, and 
AVisconsin. The State superintendents of public instruction are begin- 
ning to take an active interest in this subject, and at the last meeting- 
of the National Educational Association in Boston a committee was 
appointed to consider, among other things, the teaching of agricul- 
tural subjects in the public schools. The agricultural work which is 
now being- attempted in the public schools in diil'erent parts of the 
country" includes the following: 

(1) Nature study with plants, farm crops, domestic animals, soils, etc. 

(2) School-garden work, including the growing of flowers, vines, 
and shrubbery for the improvement of school and home grounds and 
vegetables in gardens at the schools or at home (PL VIII, tigs. 1 
and 2). 

(3) The organization of clubs among rural- school children for mak- 
ing- simple experiments with fertilizers and tield crops. 

(4) Lecture courses and institutes for rural-school children. 



O 



LIST OF PUBLICATIONS OF THE OFFICE OF EXPERIMENT STATIONS ON 
AGRICULTURAL EDUCATION. 

Note. — For those publications to which a price is affixed application should be 
made to the Superintendent of Documents, Washington D. C, the officer designated 
by law to sell Government publications. 

BULLETINS. 

Miscellaneous Bui. 1. Proceedings of the Second Annual Convention of the Associa- 
tion of American Agricultural Colleges and Experiment Stations, held at 
Knoxville, Tenn., January 1-3, 1889. Price, 10 cents. 

Miscellaneous Buls. 2, 3. Proceedings of the Annual Conventions of the Association 
of American Agricultural Colleges and Experiment Stations. 1890 and 
1891. Not available. 

Buls. 1, 5, 12, 13, 19. Organization Lists of the Agricultural Colleges and Experiment 
Stations in the United States. 1889-1894. Not available. 

Buls. 23, 27, 39, 47, 59, 74, 88, 111, 122, 137. Organization Lists of the Agricultural Col- 
leges and Experiment Stations in the United States. 1895-1904. Price, 
10 cents each. 

Buls. 7,16,20,24,30,41,49,65,76,99,115,123,142. Proceedings of the Annual Con- 
ventions of the Association of American Agricultural Colleges and Experi- 
ment Stations. 1891-1903. Prices, 5, 10, and 15 cents each. 

Buls. 51, 64, 78, 97, 114, 128. Statistics of the Land-Grant Colleges and Agricultural 
Experiment Stations in the United States for the years ended June 30, 
1897-1902, inclusive. Price, 5 cents each. 

Bui. 72. Farmers' Reading Courses. By L. H. Bailey, M. S., professor of horticul- 
ture, Cornell University. Pp. 36. 1899. Price, 5 cents. 

Bui. 79. Farmers' Institutes: History and Status in the United States and Canada. 
By L. H. Bailey, of Cornell University. Pp. 34. 1900. Price, 5 cents. 

Buls. 110, 120, 138. Proceedings of the Annual Meetings of the American Association 
of Farmers' Institute Workers. 1901-1903. Prices, 5 and 10 cents. 

Bui. 127. Instruction in Agronomy at some Agricultural Colleges. By A. C. True 
and D. J. Crosby. Pp. 85, pis. 17, tigs. 22. 1903. Price, 20 cents. 

Bui. 135. Legislation Relating to Farmers' Institutes in the United States and the 
Province of Ontario, Canada. By John Hamilton, Farmers' Institute 
Specialist. Pp. 53. 1903. Price, 5 cents. 

Bui. 139. Special and Short Courses in Agricultural Colleges. By D. J. Crosby. 
Pp. 59. Price, 5 cents. 

CIRCULARS. 

Cir. 27. Statistics of Agricultural Colleges and Experiment Stations. 1894. Pp. 18. 

Cir. 32, revised. Report of Committee on Methods of Teaching Agriculture [first 
report]. Pp. 20. 

Cir. 35. Statistics of Land-Grant Colleges and Agricultural Experiment Stations. 
1896. Pp. 18. 

Cir. 37, revised. Second report of the Committee on Methods of Teaching Agricul- 
ture. Pp. 4. 

Cir. 39. Methods of Teaching Agriculture [third report of committee]. Pp. 7. 

Cir. 41. Fourth Report of Committee on Teaching Agriculture. Pp. 7. 

Cir. 42. A German Common School with a Garden. By C. B. Smith. Pp.' 7, figs. 2. 

Cir. 45. Methods of Teaching Agriculture [fifth report of committee]. Pp. 8. 

Cir. 49. Secondary Courses in Agriculture [seventh report of committee on teaching 
agriculture]. Pp. 10. 

Cir. 51. List of State Directors of Farmers' Institutes and Institute Lecturers of the 
United States. By John Hamilton, Farmers' Institute Specialist. Pp. 23. 

Cir. 52, revised. A Few Good Books and Bulletins on Nature Study, School Garden- 
ing, and Elementary Agriculture for Common Schools. By D. J. Crosby. 
Pp. 4. 

Cir. 53. Report of the Committee on Rural Engineering of the Association of Amer- 
ican Agricultural Colleges and Experiment Stations. Pp. 10. 

Cir. 55. The Relation of Natural Sciences to Agriculture in a Four- Year College 
Course [eighth report of committee on methods of teaching agriculture]. 
Pp. 15. 



SEPARATES. 

Education and Eesearch in Agriculture in the United States. By A. C. True. 

Reprinted from Yearbook of Department of Agriculture for 1894. Pp. 35. 
Agricultural Education and Research in Belgium. By A. C. True. Reprinted from 

Yearbook of Department of Agriculture for 1896. Pp. 10. 
Popular Education for the Farmer in the United States. By A. C. True. Reprinted 

from Yeai-book of Department of Agriculture for 1897. Pp. 12, pi. 1. 
Some Types of American Agricultural Colleges. By A. C. True. Reprinted from 

Yearbook of Department of Agriculture for 1898. Pp. 18, pis. 7. 
Agricultural Education in the United States. By A. C. True. Reprinted from Year- 
book of Department of Agriculture for 1899. Pp. 34. 
Agricultural Education in France. Piy C. B. Smith. Reprinted from Yearbook of 

Department of Agriculture for 1900. Pp. 16. 
Some Problems of the Rural Common School. By A. C. True. Reprinted from 

Yearbook of Department of Agriculture for 1901. Pp. 22, pi. 1, figs. 4. 
Progress in Secondary Education in Agriculture. By A. C. True. Reprinted from 

Yearbook of Department of Agriculture for 1902. Pp. 21, pis. 2. 
Some Features of Recent Progress in Agricultural Education. By A. C. True. 

Reprinted from Annual Report of Office of Experiment Stations for 1902. 

Pp. 43. 
Farmers' Institutes iri the United States. ByD. J. Crosby. Reprinted from Annual 

Report of Office of Experiment Stations for 1902. Pp.20. 
Progress in Agricultural Education, 1903. By A. C. True. Reprinted from Annual 

Report of Office of Experiment Stations for 1903. Pp. 65, pis. 24. 
Farmers' Institutes in the United States. By John Hamilton. Reprinted from 

Annual Report of Office of Experiment Stations for 1903. Pp. 53. , 
Development of the Text-Book of Agriculture in North America. By L. H. Bailey. 

Reprinted from Annual Report of Office of Experiment Stations for 1903. 

Pp. 24. 
Agricultural Economics as a Subject of Study in the Agricultural College. By K. L, 

Butterfield. Reprinted from Annual Report of Office of Experiment Sta- 
tions for 1903. Pp. 6. 
Instruction in Agriculture in Land-Grant Colleges and Schools for Colored Persons. 

By D. J. Crosby. Reprinted from Annual Report of Office of Experiment 

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No. 1. Pp. 21. 
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Nos. 7 and 8. Pp. 606-616 and 703-719, figs. 4. 
Rural Economics as a Subject of Undergraduate Study. Reprinted from Experiment 

Station Record, Vol. XV, No. 8. Pp. 5. 



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